Transcription of Foundations of Game-Based Learning
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Foundations of Game-Based Learning
Foundations of Game-Based LearningJan L. PlassCREATE LabNew York UniversityBruce D. HomerProgram in Educational PsychologyThe Graduate Center, City University of New YorkCharles K. KinzerDepartment of Computing, Communication and Technology in EducationTeachers College, Columbia UniversityIn this article we argue that to study or apply games as Learning environments, multipleperspectives have to be taken into account. We first define Game-Based Learning andgamification, and then discuss theoretical models that describe Learning with games, arguingthat playfulness is orthogonal to Learning theory. We then review design elements of gamesthat facilitate Learning by fostering learners cognitive, behavioral, affective, andsociocultural engagement with the subject matter. Finally, we discuss the basis of thesedesign elements in cognitive, motivational, affective, and sociocultural Foundations byreviewing key theories from education and psychology that are the most pertinent to Game-Based Learning and by describing empirical research on Learning with games that has been orshould be conducted.
games aim to be within a player’s zone of proximal development. The notion of a zone of proximal development, of course, comes from Vygotsky (1978), who also character-ized play as being a “leading factor” in children’s develop-ment and thought that a vital role of play is to create a zone of proximal development for the child. Vygotsky ...
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